Pearson BTEC Level 4 Diploma in Recruitment Management

Transcription

1 Pearson BTEC Level 4 Diploma in Recruitment Management Specification BTEC Professional qualifications First teaching July 2015 Issue 2

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are listed in summary table on next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com This qualification was previously known as: Pearson BTEC Level 4 Diploma in Recruitment Management (QCF) The QN remains the same. References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. ISBN All the material in this publication is copyright Pearson Education Limited 2017

3 Purpose of this specification The purpose of a specification as defined by Ofqual is to set out: the qualification s objective any other qualification that a learner must have completed before taking the qualification any prior knowledge, skills or understanding that the learner is required to have before taking the qualification units that a learner must have completed before the qualification will be awarded and any optional routes any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth) the method of any assessment and any associated requirements relating to it the criteria against which the learner s level of attainment will be measured (such as assessment criteria) any specimen materials any specified levels of attainment.

4 BTEC Professional qualification titles covered by this specification Pearson BTEC Level 4 Diploma in Recruitment Management Qualifications eligible and funded for post-16-year-olds can be found on the funding Hub. The Skills Funding Agency also publishes a funding catalogue that lists the qualifications available for 19+ funding. The qualification and unit codes will appear on learners final certification documentation. The QN for the qualification in this publication is: Pearson BTEC Level 4 Diploma in Recruitment Management 601/6284/3 This qualification title will appear on learners certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Pearson.

5 Summary of Pearson BTEC Level 4 Diploma in Recruitment Management Issue 2 changes Summary of changes made between previous Issue 1 and this current Issue 2 Page number All references to QCF have been removed throughout the specification Throughout Definition of TQT added 1 Definition of sizes of qualifications aligned to TQT 1 TQT value added 5 Reference to credit transfer within the QCF removed 10 QCF references removed from unit titles and unit levels in all units Guided learning definition updated 11 Earlier issue(s) show(s) previous changes. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

6 Contents What are BTEC Level 4 Professional qualifications? 1 Key features of the Pearson BTEC Level 4 Diploma in Recruitment Management 2 Apprenticeships 2 Progression opportunities 3 National Occupational Standards 3 Rules of combination 4 Rules of combination for Pearson BTEC Level 4 qualifications 4 Pearson BTEC Level 4 Diploma in Recruitment Management 5 Assessment 6 Quality assurance of centres 7 Approval 7 Quality assurance guidance 7 Programme design and delivery 8 Mode of delivery 8 Resources 8 Delivery approach 8 Access and recruitment 9 Access to qualifications for learners with disabilities or specific needs 9 Restrictions on learner entry 10 Recognising prior learning and achievement 10 Unit format 11 Unit title 11 Unit reference number 11 Level 11 Credit value 11 Guided learning hours 11 Unit aim 11 Unit introduction 12 Learning outcomes 12

7 Assessment criteria 12 Unit content 12 Essential guidance for tutors 13 Units 15 Unit 1: Principles of Recruitment Resource Strategies 19 Unit 2: Principles of Recruitment Sales 27 Unit 3: Principles of Legal and Ethical Requirements in Recruitment 39 Unit 4: Principles of Relationship Management in Recruitment 49 Unit 5: Understanding Recruitment Contracts 57 Unit 6: Understanding the Principles of Assessing People 65 Unit 7: Principles of Business Management for Recruitment 73 Unit 8: Principles of Business Development and Account Management in Recruitment 83 Unit 9: Principles of Marketing in Recruitment 93 Unit 10: Understanding Finance in Recruitment 103 Unit 11: Understanding People Management in Recruitment 113 Further information and useful publications 125 How to obtain National Occupational Standards 125 Professional development and training 126 Annexe A 127 The Pearson/BTEC qualification framework for the recruitment sector 127 Annexe B 129 Wider curriculum mapping 129 Annexe C 131 National Occupational Standards/mapping with NVQs 131 Annexe D 137 Glossary of accreditation terminology 137 Annexe E 139 BTEC Specialist and Professional qualifications 139

8

9 What are BTEC Level 4 Professional qualifications? BTEC Professional qualifications are qualifications at Level 4 to Level 8 that are designed to provide professional work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently, they provide a course of study for full-time or part-time learners in schools, colleges and training centres. On successful completion of a BTEC Professional qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area. Sizes of Professional qualifications For all regulated qualifications, Pearson specify a total number of hours that it is estimated learners will require to complete and show achievement for the qualification this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification. Within the TQT, Pearson identifies the number of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification might provide. Guided learning means activities, such as lessons, tutorials, online instruction, supervised study and giving feedback on performance, that directly involve tutors and assessors in teaching, supervising and invigilating learners. Guided learning includes the time required for learners to complete external assessment under examination or supervised conditions. In addition to guided learning, other required learning directed by tutors or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value equal to one tenth of TQT, rounded to the nearest whole number. TQT and credit values are assigned after consultation with users of the qualifications. BTEC Professional qualifications are generally available in the following sizes: Award a qualification with a TQT value of 120 or less (equivalent to a range of 1 12 credits) Certificate a qualification with a TQT value in the range of (equivalent to a range of credits) Diploma a qualification with a TQT value of 370 or more (equivalent to 37 credits and above). Other size references, such as Extended Diploma, may be used in a suite of qualifications depending on the specific needs of different sectors. 1

10 Key features of the Pearson BTEC Level 4 Diploma in Recruitment Management The Pearson BTEC Level 4 Diploma in Recruitment Management is for learners who work in, or who want to work in recruitment in roles such as: Recruitment Consultant Senior/Principal/Lead Consultant Account Manager It gives learners the opportunity to: gain the specific types of knowledge needed to underpin the learner s competence as well as the wider sector-related knowledge related to the job roles mentioned above. The following knowledge threads have been included in the separate knowledge component: principles of relationship management in recruitment which includes how to build and develop professional business networks in the recruitment industry, how to build sustainable relationships with clients in the recruitment industry and how to build sustainable relationships with candidates; understanding recruitment contracts which covers the range of candidate contracts in the recruitment industry, the range of client contracts in the recruitment industry and the legal requirements of candidate contracts; understanding the principles of assessing people which covers the planning of candidate assessments and the principles and techniques of candidate assessment develop the knowledge needed to progress to roles with additional responsibility such as line management or managing a department achieve a nationally recognised Level 4 to Level 8 vocationally-related qualification. Apprenticeships Skills CFA include the Pearson BTEC Level 4 Diploma in Recruitment Management as the knowledge component for the Higher Apprenticeship in Recruitment. 2

11 Progression opportunities Learners who have achieved the Pearson BTEC Level 4 Diploma in Recruitment Management can progress to: Pearson Edexcel Level 4 NVQ Diploma in Recruitment competencies component of the Higher Apprenticeship in Recruitment Pearson Edexcel Level 4 NVQ Diploma in Management competencies component of the Higher Apprenticeship in Management Pearson BTEC Level 4 Diploma in Management knowledge component for the Higher Apprenticeship in Management Pearson BTEC Level 5 Award in Management and Leadership Pearson BTEC Level 5 Certificate in Management and Leadership Pearson BTEC Level 5 Diploma in Management and Leadership knowledge component for the Higher Apprenticeship in Leadership and Management Pearson Edexcel Level 5 NVQ Diploma in Management and Leadership competencies component of the Higher Apprenticeship in Leadership and Management job roles such as Manager and Senior Manager. National Occupational Standards Where relevant, BTEC Level 4 qualifications are designed to provide some of the underpinning knowledge and understanding for the National Occupational Standards (NOS), as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. NOS form the basis of National Vocational Qualifications (NVQs). BTEC Level 4 qualifications do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. Each unit in the specification identifies links to elements of the NOS in Annexe C. The Pearson BTEC Level 4 Diploma in Recruitment Management relates to the Recruitment NOS. 3

12 Rules of combination The rules of combination specify the credits that need to be achieved, through the completion of particular units, for the qualification to be awarded. Rules of combination for Pearson BTEC Level 4 qualifications When combining units for a Pearson BTEC Level 4 Diploma in Recruitment Management, it is the centre s responsibility to ensure that the following rules of combination are adhered to. Pearson BTEC Level 4 Diploma in Recruitment Management 1 Qualification credit value: a minimum of 44 credits. 2 Minimum credit to be achieved at or above the level of the qualification: 40 credits credits must be achieved from the mandatory units. 4 A minimum of 10 credits must be achieved from the optional units. 5 All credits must be achieved from the units listed in this specification. 4

13 Pearson BTEC Level 4 Diploma in Recruitment Management The Pearson BTEC Level 4 Diploma in Recruitment Management is a 44 credit (where at least 40 credits must be at Level 4 or above) and 135 guided learning hour (GLH) qualification. Learners must achieve a minimum of 44 credits to achieve this qualification, including 34 credits from the mandatory units (Group A) and a minimum of 10 credits from the optional units (Group B). The Total Qualification Time (TQT) for this qualification is 440. Pearson BTEC Level 4 Diploma in Recruitment Management Unit Group A mandatory units Level Credit 1 Principles of Recruitment Resource Strategies Principles of Recruitment Sales Principles of Legal and Ethical Requirements in Recruitment Principles of Relationship Management in Recruitment Understanding Recruitment Contracts Understanding the Principles of Assessing People 3 4 Unit Group B optional units Level Credit 7 Principles of Business Management for Recruitment Principles of Business Development and Account Management in Recruitment Principles of Marketing in Recruitment Understanding Finance in Recruitment Understanding People Management in Recruitment 4 5 5

14 Assessment All units within this qualification are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes. To achieve a pass a learner must have successfully passed all the assessment criteria. Guidance The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to: meet the standard determined by the assessment criteria and achieve the learning outcomes. All the assignments created by centres should be reliable and fit for purpose, and should be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms, including performance observation, presentations and posters, along with projects, or time-constrained assessments. Centres are encouraged to emphasise the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. The assessment criteria must be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria. When designing assignments briefs, centres are encouraged to identify common topics and themes. A central feature of vocational assessment is that it allows for assessment to be: current, i.e. to reflect the most recent developments and issues local, i.e. to reflect the employment context of the delivering centre flexible to reflect learner needs, i.e. at a time and in a way that matches the learner s requirements so that they can demonstrate achievement. 6

15 Qualification grade Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade. In BTEC Level 4 Professional qualifications each unit has a credit value which specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. This has been based on: one credit for those learning outcomes achievable in 10 hours of learning time learning time being defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria the credit value of the unit remaining constant regardless of the method of assessment used or the qualification to which it contributes. Quality assurance of centres BTEC Level 4 7 qualifications provide a flexible structure for learners enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres delivering BTEC Level 4 7 qualifications must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Pearson. Pearson quality assurance processes will involve: centre approval for those centres not already recognised as a centre for BTEC qualifications approval for BTEC Level 4 7 qualifications and units. For all centres delivering BTEC qualifications at Levels 4 7, Pearson allocates a Standards Verifier (SV) for each sector offered who will conduct an annual visit to quality assure the programmes. Approval Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities. Centres already holding approval are able to gain qualification approval online. New centres must complete a centre approval application. Quality assurance guidance Details of quality assurance for BTEC Level 4 7 qualifications are available on our website. 7

16 Programme design and delivery Mode of delivery Pearson does not normally define the mode of delivery BTEC Level 4 to Level 8 qualifications. Centres are free to offer the qualifications using any mode of delivery (such as full-time, part-time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. The use of assessment evidence drawn from learners work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to ensure a course relevant to learners specific needs accessing and using non-confidential data and documents from learners workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experience of work and life that learners bring to the programme. Resources BTEC Level 4 qualifications are designed to give learners an understanding of the skills needed for specific vocational sectors. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes, and should therefore normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specific resource requirements to gain approval from Pearson. Where specific resources are required these have been indicated in individual units in the Essential resources sections. Delivery approach It is important that centres develop an approach to teaching and learning that supports the vocational nature of BTEC Level 4 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of learners experience. 8

17 Access and recruitment Pearson s policy regarding access to its qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult our policy on learners with particular requirements. Centres will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher level qualification. Access to qualifications for learners with disabilities or specific needs Equality and fairness are central to our work. Pearson s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner. We are committed to making sure that: learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Both documents are on our website. 9

18 Restrictions on learner entry Pearson BTEC Level 4 Diploma in Recruitment Management is accredited on the for learners aged 18 and above. Recognising prior learning and achievement Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Pearson encourages centres to recognise learners previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. There is further guidance in our policy document Recognition of Prior Learning Policy and Process, available on our website. 10

19 Unit format Each unit has the following sections. Unit title This is the formal title of the unit that will appear on the learner s certificate. Unit reference number Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications. Level All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors by Ofqual, the qualifications regulator. Credit value All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the successful completion of whole units. Guided learning hours Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. Unit aim This gives a summary of what the unit aims to do. 11

20 Unit introduction The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector. Learning outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment criteria Assessment criteria specify the standard required by the learner to achieve each learning outcome. Unit content The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS), where relevant. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the unit. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. Relationship between content and assessment criteria The learner should have the opportunity to cover all of the unit content. It is not a requirement of the unit specification that all of the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment criteria. Content structure and terminology The information below shows the unit content is structured and gives the terminology used to explain the different components within the content. Learning outcome: this is shown in bold at the beginning of each section of content. Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading. 12

21 Elements of content: the elements are in plain text and amplify the subheading. The elements must be covered in the delivery of the unit. Semi-colons mark the end of an element. Brackets contain amplification of content which must be covered in the delivery of the unit. e.g. is a list of examples, used for indicative amplification of an element (that is, the content specified in this amplification could be covered or could be replaced by other, similar material). Essential guidance for tutors This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections. Delivery explains the content s relationship to the learning outcomes and offers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches. Assessment gives amplification about the nature and type of evidence that learners need to produce in order to achieve the unit. This section should be read in conjunction with the assessment criteria. Essential resources identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Pearson to offer the qualification. Indicative resource materials gives a list of resource material that benchmarks the level of study. 13

22 14

23 Units 15

24 16

25 Units Unit 1: Principles of Recruitment Resource Strategies 19 Unit 2: Principles of Recruitment Sales 27 Unit 3: Principles of Legal and Ethical Requirements in Recruitment 39 Unit 4: Principles of Relationship Management in Recruitment 49 Unit 5: Understanding Recruitment Contracts 57 Unit 6: Understanding the Principles of Assessing People 65 Unit 7: Principles of Business Management for Recruitment 73 Unit 8: Principles of Business Development and Account Management in Recruitment 83 Unit 9: Principles of Marketing in Recruitment 93 Unit 10: Understanding Finance in Recruitment 103 Unit 11: Understanding People Management in Recruitment

26 18

27 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Unit 1: Principles of Recruitment Resource Strategies Unit reference number: H/504/6990 Level: 4 Credit value: 7 Guided learning hours: 20 Unit aim This unit gives learners an introduction to the concepts and practices of recruitment resource strategies. The unit focuses on how organisations identify recruitment resourcing needs and develop, implement and evaluate recruitment resourcing strategies. Unit introduction Employee resourcing has long been seen as the backbone of an organisation s human resource management (HRM) function. However, with the increasing integration of HRM into organisational strategy, both policy and practice need to become more proactive in order to enhance the organisation s ability to fulfil its mission and strategic agenda. Therefore, decisions on who to employ and how to engage them in the organisational objectives, missions and values are central to the achievement of strategy. The core agenda for strategic recruitment resourcing is how to attract, engage, motivate, develop and reward a workforce to maximise the likelihood of achieving overall strategic objectives. The accurate identification of recruitment resourcing needs, whether they form part of resource succession planning or are based on anticipated future requirements, is fundamental to the ongoing effectiveness and efficiency of an organisation. Understanding the roles and responsibilities of individuals, teams and departments is essential to identify such needs and is informed by activities such as robust job analysis activities and by developing clearly defined job descriptions and person specifications which secure employment of the right person, with the right skills and experience to the right role. Identifying, confirming and acting on the recruitment resourcing needs of an organisation provides the basis for strategies that define and communicate an organisation s commitment to structured resourcing, that targets the right candidates, illustrates a clear brand message, is competitive and has the flexibility to shift as the economy and demand for candidates change. 19

28 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand how organisations identify their recruitment resourcing needs 2 Understand the development of recruitment resourcing strategies Assessment criteria 1.1 Analyse the process that public and private sector organisations use when recruiting and selecting staff 1.2 Assess the role of recruitment and selection within human resource processes 1.3 Assess the purpose and methods of job analysis 1.4 Analyse the purpose and techniques to develop effective job descriptions and person specifications 1.5 Assess the role of the recruiter within human resource planning 2.1 Analyse the components of a resourcing strategy 2.2 Explain how to ensure the recruitment resourcing strategy is achievable within budget and timescales to the quality required 2.3 Explain how to identify the need for back up plans 2.4 Explain the rationale for the provision of back up arrangements 2.5 Explain how to identify successes and areas for improvement 2.6 Explain the need to agree follow up actions with clients that are appropriate to the outcomes of the strategy implementation 20

29 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Unit content 1 Understand how organisations identify their recruitment resourcing needs Role of recruitment and selection: definition of human resource processes; role definitions; recruitment policy; recruitment strategy; effective recruitment and selection practices; common stages of recruitment process; similarities and differences between public and private sector recruitment processes; limitations; recruitment methods Recruitment resourcing needs: identification of recruitment resourcing need; internal factors; external factors; common causes, e.g. growth, redundancy, leavers, terminations; current and future resource demands; types of need, e.g. level of urgency, available budget, profile sought Job analysis: purposes, e.g. evaluation of current job roles, consideration of future job roles, collection and organisation of information about roles, validation of employment or redundancy decisions; uses of job analysis, e.g. performance analysis, identifying training and development needs, compensation management, job designing and redesigning (enrichment, enlargement); common areas for analysis, e.g. job description, job specification, environment, relationships, requirements (organisational, legal, ethical), performance standards; methods, e.g. task analysis, competency, critical incident analysis, worker orientated, threshold traits analysis Job description and person specification: purposes; similarities and differences between a job description and a person specification; common components of an effective job description; common components of an effective person specification; development techniques, e.g. job analysis 21

30 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES 2 Understand the development of recruitment resourcing strategies Recruitment resourcing strategies: definitions; objectives; common components, e.g. primary goals of recruiting, prioritisation of jobs, performance level to target, experience level to target, candidates to target, when and where to search, who does the recruiting, primary sourcing tools, what skills to assess, how to assess skills, primary selling points to offer, retention strategy; keeping resourcing strategies to budget and timescale; flexibility, employer brand, managing talent; evaluation of recruitment resourcing strategies, e.g. measuring successes, areas for improvement, frequency, communication, development planning, training and development; implementation Back-up plans: purposes; identification of expected outcomes; identification of non-expected outcomes or threats; need for back-up plans; rationale for having back up plans, e.g. candidate turns down offer, lack of suitably skilled or experienced candidates, new recruits leave, internal factors, external factors Evaluation of recruitment resourcing strategies: purposes; measuring successes and areas for improvement, e.g. effectiveness, efficiency, cost; monitoring areas, e.g. time to fill, vacancy rates, turnover rates, selection ratios, quality of hire, retention rates, recruitment cost ratio; frequency of evaluation activities; methods of evaluation, e.g. data (qualitative, quantitative), benchmarking, focus groups, impact assessment, interviews, peer review, surveys, resultsbased accountability; evaluation outcomes, e.g. degree to which critical success factors are met; achievement of performance measures; positive outcomes; negative outcomes; implications (internal, external); potential future developments (short term, long term);communication of outcomes; action planning, e.g. internal, external; follow up of actions 22

31 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Essential guidance for tutors Delivery This unit can be delivered using a variety of methods, including: tutor-led presentations worksheets assignments/projects/reports internet research business resources practical workshops scenario/case study responses visiting speakers sharing recruitment experiences. For learning outcome 1, learners could undertake research activities into recruitment resourcing to develop understanding of resourcing needs of public and private sector organisations. Learners may be introduced to visiting speakers from these organisations and undertake practical activities to establish resourcing needs. Recruitment organisations could also be used to provide explicit knowledge of the role of recruitment and recruiters by speaking to individuals who already undertake this role. Learners could be given a range of job descriptions and person specifications for the purpose of analysis to help understand how these fit within job analysis activities. The delivery of learning outcome 2 lends itself well to learning through examples of recruitment resourcing strategies from existing organisations. Learners could question visiting speakers regarding strategy implementation and back up plans. Learners could work in groups to develop mock recruitment resourcing strategies or be set practical activities using set criteria for budget, time and quality. Learners could undertake self-assessment activities to learn how to effectively identify successes and areas for improvement and use role-play or group work to deliver feedback. 23

32 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Assessment This guidance supports assessors in making decisions about how best to assess each unit and the evidence needed to meet the assessment requirements. Centres can adapt the guidance for learners and the particular assessment context, as appropriate. Centres will devise and mark the assessment for this unit. A range of assessment instruments can be used such as, but not confined to, reports, presentations, articles, diaries, reflective accounts, discussions, questioning, debriefings on investigative activities, case studies, exercises and practical work. All assessment methods are acceptable provided the assessment enables the learner to produce relevant evidence that can be judged against the assessment criteria. For assessment criterion 1.1, learners need to show they understand recruitment processes and provide an analysis specifically relating to recruitment resourcing needs within public and private sectors. This may be achieved through research of recruitment and selection processes of organisations within both of these sectors. Learners are required to provide examples of at least two aspects specifically relating to public sector recruitment processes and at least two aspects specifically relating to private sector recruitment processes. Assessment criterion 1.2 will require learners to include at least three reasons why recruitment and selection form an essential part of Human Resource Management (HRM) within an organisation. Evidence may be presented in the form of a written or verbal assessment where learners will draw on the role of recruitment and selection within a HRM function. This may lead to achievement of assessment criterion 1.5 if assessment extends to the role of the recruiter within an HRM function. For assessment criterion 1.3, learners are required to research at least three job analysis methods and assess the purpose of these within the recruitment and selection process. Learners will show they have understood different job analysis methods as well as appropriate application of such methods. For assessment criterion 1.4, learners will need to understand the purpose of developing effective job descriptions and person specifications. Learners will analyse at least two techniques used to develop effective job descriptions and at least two techniques for developing effective person specifications. Learners may provide evidence of having demonstrated workplace competence, which could contribute to the achievement of this assessment criterion. Where this occurs, product evidence must also include a detailed analysis, which may be captured in writing or through verbal discussion. For learning outcome 2, learners will need to understand the process of development, implementation and evaluation of recruitment resourcing strategies. For assessment criterion 2.1, learners should analyse at least five components typically found within an effective resourcing strategy. This could link with assessment criterion 2.2, if budgets and timescales are factored into learner analysis of resourcing strategies and how organisations ensure strategies are achievable within given, cost, time and quality requirements. 24

33 UNIT 1: PRINCIPLES OF RECRUITMENT RESOURCE STRATEGIES Assessment criteria 2.3 and 2.4 can be achieved through responses to oral or written questions where learners provide clear and detailed explanations of at least two needs for back-up plans and at least two appropriate rationales for providing back-up arrangements. Learners should include the impact having a back-up plan, or not having a back-up plan would have on an organisation. For assessment criterion 2.5, learners will need to show they understand the processes associated with measuring the successes and areas for improvement following the review or evaluation of recruitment resourcing strategies. Learners will provide at least four examples of how to identify successes and areas for improvement, which could be included in such review/evaluation activities, and the areas that should be measured. For assessment criterion 2.6, learners will understand aspects of Customer Relationship Management (CRM) specifically the need to agree follow up actions relating to the success of recruitment resourcing strategies with clients. Learners are required to provide at least three reasons why actions with clients need to be followed up. Indicative resource materials Books Armstrong M Armstrong s Handbook of Human Resource Management Practice (12th edition) (Kogan Page, 2012) ISBN: Lamont E, Bruce A Talent Selection and Onboarding Tool Kit: How to Find, Hire, and Develop the Best of the Best (1st edition) (McGraw-Hill, 2014) ISBN: O Mears B The Handbook of Strategic Recruitment and Selection: A Systems Approach (Emerald Group Publishing Limited, 2013) ISBN: Ulrich D, Younger J HR from the Outside In: Six Competencies for the Future of Human Resources (McGraw-Hill Professional, 2012) ISBN: Websites Hrmguide.co.uk Human resource management: Useful topics relating to Human Resource Management (HRM) which includes resourcing strategies ACAS: PDF document specifically focussing on recruitment and selection BBC: Bitesize business management recruitment and selection Chartered Institute of Personnel Development: PDF document focusing on strategic resourcing (chapter 4) 25

34 26

35 UNIT 2: PRINCIPLES OF RECRUITMENT SALES Unit 2: Principles of Recruitment Sales Unit reference number: J/504/6982 Level: 4 Credit value: 5 Guided learning hours: 15 Unit aim This unit provides an introduction to the concepts and practices of selling and tendering in the recruitment industry and explores the necessary behaviours and selling skills required of effective recruitment sales people. Unit introduction Recruitment is one of the fastest growing sectors in the UK. In an increasingly competitive market, recruitment agencies and consultants are defined by the effectiveness of their recruitment sales people and the behaviours, selling skills and professionalism used to develop a recruitment business with existing and new recruitment buyers. Recruitment sales professionals are required to apply a range of selling tools and techniques to secure those all-important contracts to provide recruitment services to businesses. These tools and techniques have become more complex in order to respond to a challenging market. Recruitment sales people are expanding their skills into more complex areas to read customers through behaviours and emotional intelligence, in order to interpret buying signals and predict sales outcomes. Learners will develop an understanding of selling in the recruitment industry and explore ways to achieve that elusive sale. For many years, businesses have sub-contracted their recruitment function to external providers, but in this economic climate, recruitment management needs to be cost effective and provide the best value for money for the business. Recruitment contracts are increasingly being put out to tender to allow businesses to source and compare the quality and delivery standards of a range of recruitment providers before making the decision to enter into a contract. Tendering for recruitment contracts remains the most complex of selling processes, which requires, in some cases, teams to manage the process, write and submit tenders. This unit will take you through the complexities of the tendering process. The unit will develop your knowledge of tender objectives and the types of information in a tender, to ensure that it is effective and will win business. 27

36 UNIT 2: PRINCIPLES OF RECRUITMENT SALES Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the behaviours of effective sales people in recruitment 2 Understand selling in the recruitment industry Assessment criteria 1.1 Analyse the characteristics, behaviours and activities of effective recruitment sales people 1.2 Assess techniques to enhance personal credibility 1.3 Analyse the components and misconceptions relating to emotional intelligence 1.4 Assess the importance of managing personal feelings in recruitment sales situations 2.1 Explain the characteristics of effective questioning, listening and structured research 2.2 Analyse the nature and application of push and pull sales styles 2.3 Explain how to adapt personal behaviour and sales activities to different recruitment buyer profiles 2.4 Assess the impact of words, tone and body language 2.5 Analyse the principles of and differences between consultative and transactional selling in recruitment 2.6 Explain the calculation of recruitment charging rates 28

37 UNIT 2: PRINCIPLES OF RECRUITMENT SALES Learning outcomes 3 Understand tendering in recruitment Assessment criteria 3.1 Analyse the benefits and risks of tendering for recruitment business 3.2 Explain the processes for invitations to tender, pre-qualification and requests for quotes 3.3 Explain how to set out a tender and the information needed 3.4 Explain the importance of addressing the tender objectives 3.5 Assess the value of feedback from the tendering process 29

38 UNIT 2: PRINCIPLES OF RECRUITMENT SALES Unit content 1 Understand the behaviours of effective sales people in recruitment Behaviours, characteristics and activities: behaviours, e.g. empathetic, hardworking, disciplined, persuasive, strong communicator, product aware; characteristics, e.g. ambitious, passionate, positive, adaptable, self-motivated, confident, credible; activities, e.g. using sales, business development and marketing techniques, client relationship management (CRM), client needs analysis, advertising vacancies to attract candidates, headhunting, receiving and reviewing applications, matching candidates to suitable jobs, managing interviews, employment screening, pay negotiation Techniques which enhance credibility: definitions; credibility types, e.g. initial, derived, terminal; techniques, e.g. arriving early, researching prospective clients, active listening, accurate and appropriate pitching, follow-through, updating product awareness; credibility traits, e.g. honesty, integrity, transparent, professional Emotional intelligence: definitions; components, e.g. self-awareness, selfregulation, internal motivation (initiative, commitment, perseverance), empathy (perceptive, proactive), social skills; misconceptions, e.g. empathy and feelings, stereotyping (genders), interpersonal communication, leadership, cognitive behaviours Importance of managing personal emotions: importance, e.g. form and maintain interpersonal relationships, react accurately to behaviour and emotions of clients, identify feelings and frustrations of others objectively, establish rapport, stress management; techniques, e.g. recognise, express, understand, control 30